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9780131130654

Guiding Young Children

by ;
  • ISBN13:

    9780131130654

  • ISBN10:

    013113065X

  • Edition: 7th
  • Format: Paperback
  • Copyright: 2005-01-01
  • Publisher: Prentice Hall
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List Price: $70.67

Summary

The seventh edition of this popular book supports the authors'belief that guidance is more than getting children to do what you want them to donow; it is helping them to become everything they can become for all of their tomorrows. The book provides an overview, followed by discussion of core concepts, strategies for applying those concepts, and, finally, the broader perspective of professionalism and human resource development.Its approach focuses on the need to consider a child's developmental level as well as family and cultural context when planning environments and activities for young children. Unlike others in the field, it offers concrete suggestions on how to guide children while they are involved in specific activities such as playing, eating, napping, etc.For teachers and parents of young children.

Table of Contents

Part I Principles of Guidance
1(128)
Guiding Young Children---a Preview
3(24)
Guidance: What Is It?
4(1)
... And What It Is Not
5(2)
Overview of What's Ahead
7(1)
Why Study Guidance?
8(1)
Many Factors Involved in Guidance
9(3)
Values
9(1)
Understanding Child Development
9(1)
Personal Beliefs
10(1)
The Learning Cycle
10(2)
Goals of Guidance: Cultural and Individual Variations
12(3)
Self-Direction
14(1)
Relationships
14(1)
Self-Actualization
14(1)
Approaching Guidance Developmentally
15(1)
Approaching Guidance Positively
16(2)
Limits on Behavior
18(1)
Whose Problem Is It?
18(1)
Professional Concern for High-Quality Guidance
19(1)
Evaluation
20(2)
Participation
20(2)
Observations
22(1)
How To Use This Book
23(1)
Conclusion
23(1)
Review and Applications
24(1)
Resources for Further Study
24(3)
Websites
24(1)
Videos
25(1)
Readings
26(1)
Knowing Children as a Basis for Guidance
27(26)
Developmentally Appropriate Expectations
27(1)
Understanding Typical Patterns of Development
28(1)
Knowing Individual Children
29(1)
Principles of Development
29(2)
Speed of Development
31(1)
Physical-Motor Development
32(3)
Social-Emotional Development
35(3)
Temperament
37(1)
Cognitive Development
38(1)
Child Development Knowledge in Perspective
39(2)
Observation
41(7)
Checklists
41(1)
Narrative Records
42(1)
Anecdotal Records
42(1)
Time Sampling
43(2)
Event Sampling
45(1)
Behavioral Analysis
45(1)
Accuracy and Objectivity
46(2)
Inspirations from Reggio Emilia
48(1)
Conclusion
49(1)
Review and Applications
50(1)
Ten Characteristics of Development
50(1)
Resources for Further Study
51(2)
Websites
51(1)
Videos
51(1)
Readings
52(1)
Values as a Basis for Guidance
53(20)
Values and Guidance
54(1)
Values---Basis of Decisions
55(1)
Values and the Profession
55(3)
Professional Values and Accreditation
58(1)
Ethics in the Profession
59(2)
Values into Action
61(4)
Reconciling Value Differences
65(3)
The Courage to Teach
68(1)
Conclusion
69(1)
Review and Applications
69(1)
Ten Characteristics of Values
70(1)
Observations
70(1)
Resources for Further Study
70(3)
Websites
70(1)
Videos
71(1)
Readings
71(2)
Collaborating with Families of Young Children
73(30)
Developmentally Appropriate Practice: The Family Component
74(1)
Shifting Focus from Child to Family
75(1)
Cross-cultural Competence
76(1)
Laying the Groundwork: Philosophy and Goals of the Program
77(1)
Initiating Relationships: Meeting Families
78(1)
Points of Entry
78(1)
Preparing to Welcome the Child
79(1)
Building Relationships
79(3)
Welcoming Family Members on Site
80(1)
Freedom to Visit
80(1)
Acceptance
81(1)
Visiting Families in Their Homes
82(1)
Other Ways of Getting Acquainted
83(1)
Readiness
83(1)
The Child's First Impression of Your Program
83(1)
First Attendance
84(2)
Attending with a Family Member
85(1)
A Few Children at a Time
85(1)
When There Is No Choice
86(1)
The Role of Educators
86(1)
Helping Family Members Help Their Children
87(1)
Maintaining Relationships: Communicating with Families
88(4)
Newsletters
88(1)
Conferences
89(1)
Group Meetings
90(1)
Dealing with Setbacks
91(1)
Families as Teachers
92(1)
Families as Policymakers
92(1)
Extending Relationships: Links with Community Resources
93(1)
Preparing for What Comes Next
93(1)
Detecting and Reporting Child Abuse
94(1)
Your Role as a Student in the Center
95(1)
Conclusion
95(1)
Review and Applications
96(2)
Ten Ways to Welcome Families and Build Strong Relationships
96(1)
Applications
97(1)
Observations
97(1)
Resources for Further Study
98(5)
Websites
98(1)
Videos
98(2)
Readings
100(3)
A Strengths-Based Approach to Guidance
103(26)
Self-Efficacy
104(4)
Contributing to Children's Self-Efficacy
105(2)
Children with Disabilities
107(1)
Self-Concept
108(3)
Categorical Self
108(1)
Gender Identify
109(1)
Birth Order
110(1)
Self-Esteem
111(1)
Narcissism
111(1)
Prosocial Behavior
112(1)
Valuing Diversity
112(2)
Facilitating Acceptance
114(1)
Facilitating Competence
115(1)
Positive Guidance
116(1)
Appreciating Positive Behavior
116(1)
What Is Positive Behavior?
117(4)
Infants
118(1)
Toddlers
119(1)
Three-to Six-Year-Olds
120(1)
Child Abuse
121(2)
Conclusion
123(1)
Review and Applications
123(2)
Ten Ways to Foster Healthy Self-Esteem and Positive Behavior
123(1)
Observations
124(1)
Applications
125(1)
Resources for Further Study
125(4)
Websites
125(1)
Videos
125(1)
Readings
126(3)
Part II Strategies for Guidance
129(60)
Guiding Young Children Indirectly Toward Self-Direction
131(32)
Indirect Guidance
132(1)
Organizing Space
133(1)
Safety
134(1)
Amount of Space
134(2)
Personal Space
136(2)
Providing Clues for Behavior
138(1)
Sufficient Play Spaces
139(1)
Attracting Interest
139(2)
Promoting Independence
141(1)
Sensory Appeal
141(1)
Using Space Efficiently
142(1)
Modifying Environments for Children with Disabilities
142(1)
Managing Time
143(1)
Scheduling
143(2)
Sequence of Activities
143(1)
Individual Needs
144(1)
Balancing Activities
145(1)
Part-Time Enrollments
145(1)
Time Block Planning
146(1)
Transitions
146(3)
Reducing the Number of Transitions
146(2)
Planning Transitions
148(1)
Structuring Transitions
149(1)
Daily Plan Sheet
149(2)
Disruptions in Schedule
151(1)
Weather
151(1)
Special Guests
151(1)
Special Events
152(1)
Recovering from Chaos
152(1)
Managing Energy
153(1)
Adult-Child Ratio
153(1)
Group Size and Composition
154(1)
Maximizing Energy Efficiency
155(1)
Planning Curriculum
155(1)
Observing Children
156(1)
Conclusion
157(1)
Review and Applications
157(2)
Ten Techniques of Indirect Guidance
157(1)
Observations
158(1)
Applications
159(1)
Resources for Further Study
159(4)
Websites
159(1)
Videos
160(1)
Readings
161(2)
Guiding Young Children Directly Toward Self-Direction
163(26)
Direct Guidance
164(1)
Physical Guidance
165(6)
Individuality in Physical Guidance
166(1)
Demonstrating
166(1)
Leading
167(1)
Restraining
167(1)
Removing
168(1)
Time Out
169(1)
Gesturing
170(1)
Using Body Language
170(1)
Verbal Guidance
171(8)
Careful Listening
171(1)
Using a Natural, Respectful Tone of Voice
172(1)
Eye Contact
172(1)
Short Sentences
172(1)
Positive Directions
172(1)
Action Clause First
173(1)
Few Directions
173(1)
Appropriate Place and Time for Directions
174(1)
Only Necessary Directions
174(1)
Real Choices When Possible
174(1)
Logical Reasons
174(1)
Clearly State Limits and Follow Through
175(1)
Consistency
176(1)
Problem-Solving Techniques
177(1)
Logical Consequences
177(1)
Encouragement Rather Than Praise
178(1)
Avoid Competition
178(1)
Planning Ahead
179(1)
Affective Guidance
179(4)
Feedback
180(1)
Attention
181(1)
Labeling Feelings
181(1)
Observing
181(1)
Reinforcement
181(2)
Punishment
183(1)
Conclusion
183(1)
Review and Applications
184(2)
Direct Guidance Techniques
184(1)
Observations
185(1)
Applications
186(1)
Resources for Further Study
186(3)
Websites
186(1)
Videos
186(1)
Readings
187(2)
Part III Applications
189(144)
Guiding Young Children in Personal Care Routines
191(26)
Goals for Personal Care Routines
192(1)
Goals for Mealtimes
192(2)
Goals for Diapering and Toileting
194(2)
Children's Sexuality
196(1)
Goals for Rest Times
196(2)
Schedules and Rhythms
198(1)
Role of Culture in Personal Care Routines
199(1)
The Child's Perspective
200(5)
Applying Direct and Indirect Guidance Techniques in Personal Care Routines
200(5)
Safety and Health
205(1)
Meals
205(1)
Toileting
205(1)
Resting
205(1)
Sexual Abuse
206(1)
Communicating with Families
207(3)
When Disagreements Arise
208(2)
Children with Disabilities
210(1)
Conclusion
211(1)
Review and Applications
212(1)
Ten Guides for Helping Children Master Personal Care Routines
212(1)
Observations
212(1)
Applications
213(1)
Resources for Further Study
213(4)
Websites
213(1)
Videos
214(1)
Readings
214(3)
Guiding Young Children's Outdoor Play
217(28)
Teaching While Supervising
218(2)
Dressed for the Job
220(1)
Getting Ready to Go Outdoors
220(2)
Self-Efficacy in Motor Skills
222(1)
Planning and Setting Up the Outdoor Play Area
223(4)
Physical-Motor Objectives
224(2)
Body Management Skills
226(1)
Locomotor Skills
226(1)
Projection and Reception Skills
227(1)
Pedaling and Other Skills
227(1)
Adult Guidance
227(1)
Imitating Peers
228(1)
Intellectual Objectives
229(2)
Environmental Laboratory
231(1)
Caring for the Environment
231(1)
Social-Emotional Objectives
232(1)
Getting Along with Others
233(3)
Sharing
234(1)
Taking Turns
235(1)
Leadership
235(1)
Handling Feelings
236(1)
Expressing Feelings
236(1)
Creative Objectives
237(1)
Emergencies
238(1)
Additional Considerations
239(1)
Equipment
239(1)
Storage
239(1)
Maintenance
239(1)
Beauty of the Outdoor Play Environment
240(1)
Conclusion
240(1)
Review and Applications
240(1)
Ten Ways to Guide Outdoor Play
240(1)
Observations
241(1)
Applications
241(1)
Resources for Further Study
241(4)
Websites
241(1)
Videos
242(1)
Readings
243(2)
Guiding Children's Art Activities
245(20)
Objectives for Art Activites
246(4)
Encouraging Sensory Exploration
247(1)
Developing Creative Expression
247(1)
Developing Aesthetic Sensibility
248(1)
Fostering Cognitive Development
248(1)
Practicing Coordinating Eyes and Hands
248(1)
Communicating with Others
248(1)
Expressing Emotions
249(1)
Indirect Guidance for Art
250(1)
Planning
251(3)
Group Size
253(1)
Allow Messes
253(1)
Direct Guidance
254(2)
Physical Guidance
254(1)
Verbal Guidance
255(1)
Affective Guidance
256(1)
Cleaning, Drying, and Displaying
256(1)
Interpreting Children's Art
257(3)
Conclusion
260(1)
Review and Applications
260(1)
Ten Guides for Supporting Children's Art Experiences
260(1)
Observations
260(1)
Applications
261(1)
Resources for Further Study
261(4)
Websites
261(1)
Videos
261(1)
Readings
262(3)
Guiding Children's Science and Math Experiences
265(20)
Goals for Science and Math Activities
266(1)
Cognitive Development
267(3)
Piaget's View
268(1)
Vygotsky's View
269(1)
Planning
270(11)
Blocks
271(1)
Carpentry
272(1)
Water Play
272(1)
Animals
273(1)
Plants
274(1)
Table Toys
275(1)
Technology
276(3)
Problem Solving and Experiments
279(1)
Cooking Projects
279(1)
Field Trips
280(1)
Conclusion
281(1)
Review and Applications
281(1)
Ten Ways to Foster Scientific and Mathematical Thinking
281(1)
Observations
282(1)
Applications
282(1)
Resources for Further Study
282(3)
Websites
282(1)
Videos
283(1)
Readings
283(2)
Guiding Children's Language Arts Experiences
285(24)
Integrated Language Arts
286(1)
Dramatic Play
287(6)
Indirect Guidance for Dramatic Play
290(1)
Direct Guidance for Dramatic Play
291(2)
Conversations with Children
293(4)
Articulation Assistance
294(1)
English-Language Learners
295(2)
Centers for Reading and Writing
297(1)
A Print-Rich Environment
298(1)
Stories
299(3)
Selecting Appropriate Books
299(1)
Organizing Story Groups
300(1)
Preparing for Storytime
300(1)
Reading or Telling the Story
301(1)
Singing
302(1)
Conclusion
302(1)
Review and Applications
303(1)
Ten Ways to Guide Children's Language Arts Experiences
303(1)
Observations
303(1)
Applications
304(1)
Resources for Further Study
304(5)
Websites
304(1)
Videos
305(1)
Readings
306(3)
Understanding and Coping with Challenging Behavior
309(24)
Meaningfulness of Behavior
310(2)
Establishing Appropriate Limits
312(1)
Observation
313(1)
Behavior of Frustrated Children
314(2)
Response to Frustration
314(2)
Coping with an Angry Child
316(3)
Coping with Aggression
319(3)
Authenticity
321(1)
Teasing
322(1)
Swearing and Name-Calling
323(1)
Disruption of the Learning Environment
323(1)
Destroying Property
324(1)
Attention-Seeking
324(1)
Quiet and Withdrawn Behavior
325(1)
Lying and Fantastic Tales
325(1)
Tattling
326(1)
Thumbsucking, Nailbiting, and Masturbating
326(1)
Collaborating with Families
326(1)
Teachers' Actions
327(1)
Conclusion
328(1)
Review and Applications
329(1)
Ten Ways to Cope with Troublesome Behavior
329(1)
Observations
329(1)
Applications
330(1)
Additional Resources
330(3)
Websites
330(1)
Videos
330(1)
Readings
331(2)
Part IV Professional Perspectives
333(34)
Evaluation and Professionalism
335(18)
Evaluation
336(4)
Who Evaluates? Who Needs Evaluation?
336(1)
Managers Evaluate
336(1)
Practitioners Evaluate
337(1)
Children Evaluate
337(1)
Accountability
337(1)
Testing
338(1)
Assessment
338(1)
Families Evaluate
339(1)
Society Evaluates
340(1)
A Decision-Maker
340(1)
Social Decisions
340(1)
Educational Decisions
341(1)
Resource Decisions
341(1)
A Nurturer
341(2)
Self-Confident
343(1)
Trusting in the Basic Goodness in People
344(1)
Strong, Healthy, and Energetic
344(2)
An Advocate for Families
346(1)
A Lifelong Learner
346(1)
Connecting to the Profession
346(2)
Conclusion
348(1)
Review and Applications
349(1)
Ten Characteristics of an Early Childhood Professional
349(1)
Observation
349(1)
Applications
349(1)
Resources for Further Study
350(3)
Websites
350(1)
Videos
350(1)
Readings
351(2)
Developing Human Resources
353(14)
What Are Human Resources?
353(1)
Human Resource Development: The Goal
354(4)
Early Childhood Educators as Resources for Children
357(1)
Children as Resources for Other Children and for Teachers
358(1)
Families as Resources for Children and Teachers
359(1)
Families as Resources for Other Families
360(1)
Early Childhood Professionals as Resources for Families
361(1)
Volunteers as Resources for Programs
361(1)
Early Childhood Professionals as Resources for Each Other
362(1)
Roadblocks to Human Resource Development
362(1)
Conclusion
363(1)
Review and Applications
363(2)
Ten Ways to Foster Human Resource Development
363(1)
Observations
364(1)
Applications
364(1)
Resources for Further Study
365(2)
Websites
365(1)
Videos
365(1)
Readings
365(2)
References 367(6)
Name Index 373(4)
Subject Index 377

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Excerpts

OUR PHILOSOPHY: DEVELOPING HUMAN POTENTIAL Guiding Young Children,Seventh Edition, is designed for use by college students and others who are learning to interact and to communicate with young children in group settings. Our emphasis is on the process of developing human potential in all children by consciously applying principles of guidance. Those principles are teased upon child development theory and research, as well as upon our many years of experience working with young children and their families, with early childhood professionals, and with students preparing for careers with young children. Because our emphasis is on developing human potential, we view guidance as a concept that is broader and more complex than discipline or behavior management.Guidance is more than getting children to do what we want them to do today; it is helping them to become everything they can become for all of their tomorrows.It is important that even beginning caregivers and teachers understand, or at least think about, the ways in which their interactions can have an impact on those tomorrows. Thus, in addition to offering specific, concrete suggestions for adults who might be working with young children for the first time, we try to explain the reasoning behind those suggestions, and to offer general principles that can serve as a framework to guide--not to dictate--the reader's decisions and interactions with children. Along with the National Association for the Education of Young Children (NAEYC), we believe that early childhood professionals need a firm grasp of typical patterns of development as well as a thorough knowledge of the interests, abilities, and unique characteristics of each child in their care, including as well the family and community context within which those children live and grow. We offer many suggestions for assignments in observation and application that will help the reader get to know individual children and try out, and perhaps even refine, the general guidelines discussed in this book. We recognize that our views are shaped by our own cultural and educational backgrounds, and we encourage our readers to think about the origins of their own values and beliefs as they encounter different ideas among colleagues and the families of children in their care. As increasing numbers of young children in this country spend more and more of their early lives in group settings, we note with alarm a move toward regimented curricula and high-stakes testing of young children: We remain unwavering in our conviction that early childhood professionals must work to make children's settings resemble the supportive and enriching aspects of home and family life, rather than impersonal institutions. Rigid timetables and uniform treatment may be signs of efficiency in factories, but they run counter to the goals of high-quality child care programs, in which guidance requires taking the time to learn about each specific child in each specific situation. NEW TO THIS EDITION While this seventh edition ofGuiding Young Childrenretains many useful features from earlier editions, including provocative "Talk It Over" suggestions in each chapter, it has been extensively revised and updated. Infants and Toddlers.We continue to incorporate information about infants and toddlers throughout the book to underscore our belief that early childhood professionals understand children better when they are able to place current development within a larger context, and when they have an idea of how far the children in their care have come and where they are likely to go next. The Role of Culture.In recognition of growing diversity within early childhood classrooms, we have expanded our discussion of the role of culture in every decision made by the early childhood professional. Again, rather than isolate this discussion, we have at

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